CAEP Accountability Measures – Initial Programs

Measure 1: Completer effectiveness

In total, 100 program graduates completed the 2018, 2019 and 2021 Completer Surveys, including 58 IB/M graduates and 42 TCPCG graduates. (See below about the implementation of the 2020 survey in 2021 due to COVID-19). Eighty-nine, including 54 IB/M graduates and 35 TCPCG graduates, reported their ratings on the SEED Observation of Teacher Performance and Practice and the Student Growth and Development measures.  It was found that 85.4% (N=76) of the 89 Completers received Proficient (N=50/56%) or Exemplary (N=26/ 29.2%) ratings on the Observation of Teacher Performance and Practice measure.  84.3% (N = 75) received Proficient (N=44/49.4%) or Exemplary (N=31/34.8%) ratings on the Student Growth and Development measure.  Approximately one-third of the Completers reported receiving Exemplary ratings on the measures.  Of the remaining Completers, 13.5% (N=12) received a Developing rating and 1% (N=1) received a Below Standard rating on the Observation of Teacher Performance and Practice measure; 14.6% (N=13) received a Developing rating and 1% (N=1) received a Below Standard rating on the Student Growth and Development Measure. Graduates of the two programs performed comparably.

 Completers’ Observation of Teacher Performance and Practice Rating

Year Program Completer Below Standard Developing Proficient Exemplary
IB/M 2017 (N=22) 1

(4.5%)

2

(9.1%)

16

(72.7%)

3

(13.6%)

TCPCG 2017 (N = 8) 2

(25.0%)

3

(37.5%)

3

(37.5%)

IB/M 2018 (N=24) 5

(20.8%)

13

(54.2%)

6

(25.0%)

TCPCG 2018 (N = 9) 1

(11.1%)

7

(77.8%)

1

(11.1%)

IB/M 2019 (N= 8) 4

(50.0%)

4

(50.0%)

TCPCG 2019 (N = 18) 2

(11.1%)

7

(38.9%)

9

(50.0%)

Total (N = 89) 1 12 50 26
Percent of Total 1% 13.5% 56.0% 29.2%

Completers’ Student Growth and Development Rating

Year Program Completer Below Standard Developing Proficient Exemplary
IB/M 2017 (N=22) 1

(4.5%)

4

(18.2%)

13

(59.1%)

4

(18.2%)

TCPCG 2017

(N = 8)

2

(25.0%)

2

(25.0%)

4

(50.0%)

IB/M 2018 (N=24) 4

(16.7%)

12

(50.0%)

8

(33.3%)

TCPCG 2018 (N = 9) 1

(11.1%)

6

(66.7%)

2

(22.2%)

IB/M 2019 (N= 8) 4

(50.0%)

4

(50.0%)

TCPCG 2019 (N = 18 ) 2

(11.1%)

7

(38.9%)

9

(50.0%)

Total (N= 89) 1 13 44 31
Percent of Total 1% 14.6% 49.4% 34.8%

We also examined the Student Learning Objectives and Outcomes information that Completers’ reported on the survey. Of the 89 Completers who reported their SEED ratings, 50 reported their SLOs and outcomes, including 32 IB/M completers and 18 TCPCG completers. Few (N=7) 2019 completers (2021 Completer Survey) reported on their SLOs; due to COVID-related school closures, some districts suspended the SLO requirement. The majority of Completers (N= 30) reported that their students Met or Exceeded their SLOs. Seventeen Completers reported that their students Exceeded their SLOs; 13 Completers reported that their students Met the SLO; 8 reported that their students did not meet their SLOs; 11 Completers provided insufficient information for us to determine whether the SLOs were met; 1 Completer reported that due to COVID-related school closures, no outcome was recorded. IB/M and TCPCG Completers had comparable outcomes. Of the 8 Completers who did not meet their SLOs, all reported significantly impacting their students’ learning; two reported that between 93% and 99% of their students met the SLOs, one reported that all but one student met the SLO, one reported that 74% of the targeted 80% of students met the SLO, and one 2019 Completer reported that approximately 70% of the targeted 75% of students met the SLO.

Completers’ rating on the two SEED measures show that IB/M and TCPCG Completers in their first year of teaching demonstrate the knowledge, practice and dispositions of effective teachers and effectively contribute to their students’ learning growth. The state of Connecticut does not provide statewide information on SEED ratings, no benchmarks, therefore, exist to compare Completers’ ratings with first year teachers statewide or across EPPs.

Measure 2: Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)

The EPP revised its 2015-2016 Employer Survey for the teacher preparation programs in 2020 to align it more closely with the 2017 CCCT Rubric for Effective Teaching to provide a more direct assessment of Employer’s Satisfaction with Completers’ relevant demonstrated knowledge, skills and dispositions. We further aligned the items with INTASC Standards and the IB/M Program’s Core Practices. The EPP administered the revised survey to principals in the IB/M program’s Partnership schools in 2021. Given the Partnership relationships, these principals are especially familiar with the EPP’s Candidates and Completers’ demonstrated performance. Seventeen principals completed the survey.

Of the 17 principals who responded, the vast majority rated IB/M program Completers’ performance across the items as Proficient (67%), or Exemplary (25%). The overall mean rating was a 3.16 on a 4-point scale. Employers rated Completers highest on exhibiting professional responsibility and ethical practices (mean rating 3.35/4.0); using appropriate technology to support student learning (mean rating 3.29/4.0); creating learning environments responsive and respectful to all students’ learning needs (mean rating 3.29/4.0); interacting with students, families and communities in a culturally respectful manner (mean rating 3.24/4.0), and presenting content accurately and in a logical, purposeful progression (mean rating 3.24/4.0). Employers rated Completers’ performance in engaging students in critically examining the moral and political dimensions of content and inviting them to take action to address issues of equity the lowest (mean rating 2.88/4.0); four of the 17 respondents rated Completers Developing in this area.

Employer’s Survey

Please rate your perceptions of the performance of recent graduates (classroom teachers in their first to three years of teaching) from the Neag School of Education teaching programs.

(Below Standard = 1; Developing = 2; Proficient = 3; Exemplary = 4)

Practice Below Standard Developing Proficient Exemplary Mean Rating
Creates a positive learning environment that is responsive to and respectful of the learning needs of all students (INTASC 1, 2; 3; CP: 5, 12; CCTh-D; CCCT 1a ) 12

(71%)

5

(29%)

3.29
Promotes developmentally appropriate standards of behavior that support productive learning environments for all students (INTASC 1, 3; CP:12; 13; CCTh-D, CCCT 1b) 3

(18%)

10

(59%)

4

(24%)

3.06
Maximizes instructional time by effectively managing routines and transitions (INTASC 3; CP:12; CCTRubric 1c) 2

(12%)

12

(71%)

3

(18%)

3.06
Plans and teaches instructional content aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge for all students (INTASC 2, 4, 7, 8; CP:2, 5, 8; CCTh-D; CCCT 2a) 1

(6%)

12

(71%)

4

(24%)

3.18
Plans and teaches instruction to cognitively engage students in the content through problem-solving, critical or creative thinking, discourse or inquiry-based learning and application to other situations (INTASC 5,7, 8; CP: 3,4,6,14, 15; CCCT 2b) 2

(12%)

10

(59%)

5

(29%)

3.18
Selects and uses appropriate and equitable assessment strategies to monitor student progress (INTASC 2,6,7; CP: 9, 10; CCTh-D; CCCT 2c) 3

(18%)

11

(65%)

3

(18%)

3.00
Clearly communicates learning expectations and sets a specific purpose(s) for instruction (INTASC 6, 7; CP:1, 7; CCCT 3a) 2

(12%)

10

(59%)

5

(29%)

3.18
Presents content accurately and in a logical and purposeful progression that leads to student learning (INTASC 4, 7; CP: 3,4; CCCT 3a) 1

(6%)

11

(65%)

5

(29%)

3.24
Leads students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies (INTASC 2, 8; CP: 2, 5, 8; CCCT 3b) 3

(18%)

10

(59%)

4

(24%)

3.06
Engages students in critically examining the moral and political dimensions of content and invites them to take action to address issues of equity, (INTASC 3, 5; CP:16; CCTh-D) 4

(24%)

11

(65%)

2

(12%)

2.88
Uses appropriate technology to support student learning (INTASC 3; CCTh-T) 1

(6%)

10

(59%)

6

(35%)

3.29
Assesses student learning, providing feedback to students and adjusting instruction (INTASC 6, 7; CP:9, 10; CCCT 3c) 2

(12%)

11

(65%)

4

(24%)

3.11
Engages in continuous professional learning to impact instruction and student learning (INTASC 9; CP:11; CCCT 4a) 1

(6%)

12

(71%)

4

(24%)

3.18
Collaborates to develop and sustain a professional learning environment to support student learning (INTASC 10; CP: 18; CCCT 4b) 13

(76%)

4

(24%)

3.24
Works with colleagues, students, and families to develop and sustain a positive school climate that supports student learning (INTASC 10; CP: 17, 18, 19; CCCT 4c) 14

(82%)

3

(18%)

3.18
Interacts with students, families and the community in a culturally respectful manner (INTASC 10; CP: 17,18; CCTh-D; CCCT 4c) 13

(76%)

4

(24%)

3.24
Consistently exhibits professional responsibility and ethical practices (INTASC 10; CP: 11; CCTRubirc 4b) 11

(65%)

6

(35%)

3.35
Total Responses 25 193 71 ---
Percent of Total Responses/Overall Mean Rating   9% 67% 25% 3.16

CP= Core Practices; CCTh -D = Cross-Cutting Theme Diversity; CCTh-T = Cross-cutting Theme Technology; CCCT = Connecticut Common Core of Teaching Domains

Results of the Employer Survey provide evidence of Employers’ strong satisfaction with Completers’ preparation and their effectiveness. The items rated most highly indicate that Employers are especially satisfied with Completers’ ability to take leadership, collaborate with colleagues, collaborate with families in culturally respectful ways, and to engage in continuous learning to support students’ learning. Employers also rated Completers’ abilities to create responsive and respectful learning environments for all students, to plan standards-based, challenging instruction and to use technology to support student learning. This suggests that Employers are satisfied with the EPP’s preparation of Completers for addressing issues related to Diversity and Technology.

Measure 3: Candidate competency at completion. (R3.3)

Concentration Name of exam Candidates Graduating in 2018-2019 Candidates Graduating in 2019-2020 Candidates Graduating in 2020-2021
Number of Candidates % Passing Number of Candidates % Passing Number of Candidates % Passing
Elementary Foundations of Reading 37 97.3% 32 90.9% 40 97.5%
Praxis II - Elementary: Reading & Language Arts #5002 37 100.0% 34 100.0% 41 100.0%
Praxis II - Elementary: Mathematics #5003 37 97.3% 34 100.0% 41 97.6%
Praxis II - Elementary: Social Studies #5004 37 100.0% 34 100.0% 41 95.1%
Praxis II - Elementary: Science #5005 37 100.0% 33 97.0% 41 95.1%
English Education Praxis II - English Language Arts: Content and Analysis #5039 25 100.0% 23 87.0% 26 96.2%
Foreign Language Education ACTFL OPI Spanish 1 100.0% 2 100.0% 2 100.0%
ACTFL OPIc Spanish 5 100.0% 1 0.0% 1 100.0%
ACTFL WPT Spanish 6 100.0% 3 66.7% 3 100.0%
ACTFL OPI French 1 100.0% 0 1 100.0%
ACTFL OPIc French 0 0 3 100.0%
ACTFL WPT French 1 100.0% 0 4 100.0%
ACTFL OPI Chinese Mandarin 0 0 2 50.0%
ACTFL OPIc Chinese Mandarin 0 0 1 100.0%
ACTFL WPT Chinese Mandarin 0 0 3 100.0%
Math Praxis II - Mathematics: Content Knowledge #5161 14 100.0% 15 100.0% 16 100.0%
Music Education Praxis II - Music: Content and Instruction - Computerized Test #5114 (CAEP 1.2) 13 100.0% 12 100.0% 12 100.0%
Secondary Science - Biology Praxis II - Biology: Content Knowledge - Computerized Test #5235 17 100.0% 11 100.0% 11 100.0%
Secondary Science - Chemistry Praxis II - Chemistry: Content Knowledge - Computerized Test #5245 6 100.0% 5 100.0% 3 100.0%
Secondary Science - Earth Science Praxis II - Earth & Space Science: Content Knowledge (5571) - Computerized Test 0 0 0
Secondary Science - General Science Praxis II - General Science: Content Knowledge - Computerized Test #5435 1 100.0% 2 100.0% 2 100.0%
Secondary Science - Physics Praxis II - Physics: Content Knowledge #5265 1 100.0% 1 100.0% 3 100.0%
Social Studies Praxis II - Social Studies: Content Knowledge #5081 19 94.7% 15 86.7% 12 100.0%
Special Education Foundations of Reading 36 94.7% 44 82.2% 41 92.7%
Praxis II - Special Ed: Core Knowledge and Mild to Moderate Applications #5543 39 100.0% 42 97.6% 41 97.6%

Measure 4: Ability of completers to be hired (in positions for which they have prepared.)

Teacher Education

2016-2017 Graduates 2017-2018 Graduates 2018-2019 Graduates 2019-2020 Graduates 2020-2021 Graduates
% Employed after graduation 93.03% (Fall 2017) 94.50% (Fall 2018) 91.49% (Fall 2019) 93.06% (Fall 2020) 95.63% (Fall 2021)
% Employed 2 years after graduation 84.58% (Fall 2019) 98.50% (Fall 2020) 87.77% (Fall 2021)